Universiteit Twente. Cluster Civiele Techniek (Twente) Limited Study Programme Assessment. Final report

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1 Universiteit Twente Cluster Civiele Techniek (Twente) Limited Study Programme Assessment Final report Netherlands Quality Agency (NQA) December 2012

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3 Introduction This is the assessment report of the bachelor and master degree programme of Civil Engineering offered by Universiteit Twente. The assessment was conducted by an audit panel compiled by NQA and commissioned by Universiteit Twente. The panel has been compiled in consultation with the study programme and has been approved prior to the assessment process by NVAO. In this report Netherlands Quality Agency (NQA) gives account of its findings, considerations and conclusions. The assessment was undertaken according to the Assessment frameworks for the higher education system of NVAO (6 December 2010) and the NQA Protocol 2011 for limited programme assessment. The site visit took place on the10 th and 11 th of October The audit panel consisted of: Mr. Prof. Dr. Ir. R.E.C.M. van der Heijden (chairperson, representative profession / discipline Transport and Logistics) Mr. Prof. Dr. J.W. Kamphuis (representative profession / discipline Civil Engineering) Mr. Ir. R.P. Mulder (representative profession / discipline Civil Engineering and Building Construction) Mrs. S.M. Kleinendorst BSc (student member) Mr. Drs. L.S. van der Veen, NQA-auditor, acted as secretary of the panel. The study programme offered a critical reflection; form and content according to the requirements of the appropriate NVAO assessment framework and according to the requirements of the NQA Protocol The panel studied the critical reflection and visited the study programme. Critical reflection and all other (oral and written) information have enabled the panel to reach a well-deliberated judgement. The panel declares that the assessment of the study programme was carried out independently. Utrecht, December 2012 Panel chairman Panel secretary Prof. Dr. Ir. R.E.C.M. van der Heijden Drs. L.S. van der Veen NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 3/73

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5 Summary The audit panel assesses the BSc programme Civil Engineering of the University of Twente as satisfactory and the MSc programme Civil Engineering and Management as good. Intended learning outcomes The BSc and MSc programmes aim to provide academic knowledge, understanding and skills in the domain of Civil Engineering (CE) and certain sub-domains of Business Administration and Public Administration. A graduate of the BSc programme is qualified for independent professional practice at a BSc level in the CE field and for enrolment in educational programmes at a MSc level in the field. A graduate of the MSc programme is qualified for independent professional practice at a MSc level in the CE field, for research in the field (including enrolment in PhD programmes in the CE field) and for enrolment in post- MSc design programmes (PDEng programmes) in the CE field. The programmes derive their final qualifications from the seven competence areas of the 3TU Federation of the three Universities of Technology in the Netherlands, the so called Meijers criteria. These criteria are consistent with the Dublin descriptors. The programmes thoroughly worked out these criteria in learning outcomes with regard to Civil Engineering as well as Management and discussed them with the professional field. The final qualifications are relevant to the academic and professional field. The programmes have chosen a broad profile concerning the integration of Civil Engineering and Management, which is distinctive in the Netherlands. A comparison with international criteria for BSc and MSc programmes shows that the final qualifications of the BSc programme is in complete accordance with these international criteria. The MSc programme incorporates most of the criteria but places more emphasis on research and on management and less on construction itself, which is in line with the focus of the programme. The panel assesses standard 1 for both programmes as good. Teaching and learning environment Both programmes tie in adequately with the final qualifications. The BSc programme is well-structured; it consists of courses and design projects. Within the courses there is a balanced variety of teaching methods, like oral lectures, individual assignments and small projects. Obtaining knowledge and applying knowledge go hand in hand. The content of the curriculum is coherent and there is a logical interrelationship between the courses and the design projects. As a consequence of the choice for a broad profile concerning the integration of Civil Engineering and Management, there is some tension between programme breadth and depth. Especially the BSc programme for NLDA students should focus more on improving its academic level. The MSc programme is well attuned to the BSc programme. The quality of study materials is state-of-the-art and of a high academic level. The research aspect is of a high level, a major part being conducted within the research lines of the CE department. Although the MSc programme also has a strong relationship with the professional field, it s orientation is essentially scientific. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 5/73

6 The programmes have adequate procedures for intake and admission. A lot of attention is devoted to student guidance in the BSc programme. Under the guidance of a MSc tutor, MSc students understandably have a great deal of responsibility for their own individual study programme. The study programmes are feasible and the number of contact hours are consistent with the educational concept of the programmes. Both programmes are taught by well- qualified staff and students are very satisfied with their teachers. The programme-specific facilities create an environment where programmes can be conducted adequately, but extra room for lab work is recommended. The programmes have taken appropriate actions to guarantee the quality of the educational environment. The programmes have discussed and reformulated the learning goals thoroughly and translated these into test plans. The panel assesses standard 2 for the BSc programme as satisfactory and the MSc programme as good. Assessment and achieved learning outcomes The programmes have a systematic assessment policy. Various kinds of assessment procedures are used, which assess the learning goals and the content in an adequate way. Most courses are assessed individually, some are group assessments, especially design projects. The learning goals are included in test plans for all courses, which have been checked by an assessment expert. Every year, the Examination Board selects a number of theses to verify their quality and their assessment. The Board has made operational plans to check the quality of all programme assessments. The programmes assess the final qualifications in an proficient way. Besides assessments throughout the entire curriculum, the programmes particularly assess whether the BSc or MSc standard is achieved, through assessment of the individual thesis projects, for the BSc programme always outside the UT, for the MSc programme outside or inside the UT. BSc students can demonstrate they are capable of applying their knowledge in an integral project in the professional field. The MSc thesis has a more academic and research character, mostly linked to the research programmes of Civil Engineering. Students are comprehensively prepared for the MSc thesis project during the Preparation MSc Thesis course. For the assessment of the theses, the programmes make use of relevant, although rather globally formulated criteria, which should be elaborated on to make the judgment more transparent. Assessment of the BSc theses is done by two assessors of the UT staff, with an external supervisor who has an advisory role. Supervision and assessment of the MSc thesis project is done by a graduation committee, which consists of at least two members of the scientific staff of the UT. The final responsibility lies with the Chair, who is a professor or associate professor. The programmes achieve the intended learning outcomes. The BSc theses studied by the panel meet BSc standards, although there was some doubt about one thesis of the BSc programme NLDA. The quality of the theses varies substantially: some are very practical and less academic. In contrast, theses with a higher mark show considerable depth. The quality of the MSc theses is good. They have a good, sometimes even high, academic level. 6/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

7 The professional field is satisfied with the level of the graduates. In the opinion of alumni, the programmes provide a sound basis for a start in the professional field. Almost all students continue with an MSc programme after finishing their BSc degree except most graduates of the BSC programme, NLDA. They continue their military career in the Army. Most MSc graduates find a job that requires a MSc degree. The panel assesses standard 3 for the BSc programme as satisfactory, and the MSc programme as good. Taking into consideration standard 1 is judged to be good and standards 2 and 3 are judged to be satisfactory, the panel assesses the BSc programme as satisfactory. The MSc programme is assessed as good because all three standards are good. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 7/73

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9 Contents 1 Basic data of the study programme 11 2 Assessment 13 Standard 1 Intended learning outcomes 13 Standard 2 Teaching-learning environment 15 Standard 3 Assessment and achieved learning outcomes 29 3 Final judgement of the study programme 35 4 Recommendations 37 5 Annexes 39 Annex 1: Final qualifications of the study programme 41 Annex 2: Survey study programme 45 Annex 3: Expertise members auditpanel and secretary 51 Annex 4: Program for the site visit 57 Annex 5: Documents examined 67 Annex 6: Summary theses 71 Annex 7: Declaration of Comprehensiveness and Accuracy 73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 9/73

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11 1 Basic data of the study programme Administrative data of the study programmes 1. Name study programme as in CROHO Civiele Techniek 2. Registration number in CROHO Orientation and level study programme Bachelor of Science, BSc 4. Number of study credits Graduation courses / tracks 6. Variant(s) Fulltime 7. Location(s) Enschede 8. Previous year of audit visit and date decision NVAO Previous visit: February 2006 Decision NVAO: 26 April Name study programme as in CROHO Civil Engineering and Management (CEM) 2. Registration number in CROHO Orientation and level study programme Master of Science, MSc 4. Number of study credits Graduation courses / tracks Construction Process Management (CPM) Transport Engineering and Management (TEM) Water Engineering and Management (WEM) 6. Variant(s) Fulltime 7. Location(s) Enschede 8. Previous year of audit visit and date decision NVAO Previous visit: February 2006 Decision NVAO: 26 April 2007 Administrative institutional data 9. Name institute Universiteit Twente 10. Status institute Funded 11. Result institute audit Quantitative data regarding the study programme (Januari 2012) BSc programme Table 1: Failure rate after 1, 2 and 3 years Cohort After 1 year 14% 2% 16% 23% 21% 1% After 2 years 18% 3% 23% 29% 21% After 3 years 19% 5% 27% 29% NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 11/73

12 Table 2: Output (vwo-inflow). Cohort After 3 years 9% 7% % % After 4 years 40% % % After 5 years % % After 6 years % There are no figures of the outflow of the vwo-inflow, which is a small part of the total inflow. Table 3: Output (total inflow). Cohort After 3 years 10% 8% 15% 0% After 4 years 43% 44% 28% After 5 years 74% 53% After 6 years 82% Table 4: Quality of staff Degree MA PhD BKO Percentage 27% 65% 47% Table 5: Student-teacher ratio. Ratio 1/32 Table 6: Contact hours Year Contact hours MSc programme Table 1: Outflow. Cohort Outflow 88% 51% 69% 64% 16% % % Table 2: Teacher quality. Degree MA PhD BKO Percentage 17% 78% 46% Table 3: Student-teacher ratio. Ratio 1/16 Table 4: Contact hours. Year 1 2 Contact hours /73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

13 2 Assessment The panel describes the findings, considerations and conclusions of each standard of the NVAO assessment framework. The final judgement concerning the study programme will be presented in chapter 3. The descriptions and assessments concern the BSc programme (BSc CiT and BSc-CiT- NLDA) as well as the MSc programme CEM. In case of differences between the programmes, these are described separately. Standard 1 Intended learning outcomes The intended learning outcomes of the programme have been concretised with regard to content, level and orientation; they meet international requirements. FINDINGS The BSc and MSc programmes aim to provide academic knowledge, understanding and skills in the domain of Civil Engineering (CE) and certain sub-domains of Business Administration and Public Administration. A graduate of the BSc programme is qualified for independent professional practice at a BSc level in the CE field and for enrolment in educational programmes at a MSc level in the field. A graduate of the MSc programme is qualified for independent professional practice at a MSc level in the CE field, for research in the field (including enrolment in PhD programmes in the CE field ) and for enrolment in post- MSc design programmes (PDEng programmes) in the CE field. The programmes have reformulated their final qualifications since the previous on-site review. The final qualifications are derived from the seven competence areas of the 3TU Federation of the three Universities of Technology in the Netherlands (Delft, Eindhoven, Twente). These are known as the Meijers Criteria for Academic Bachelor s and Master s Curricula, which are consistent with the Dublin descriptors and were approved by the NVAO. This domain-specific reference framework is equivalent to the Dutch Qualification Framework (NLQF). The final qualifications contain learning outcomes on Civil Engineering as well as Management (Business and Public Administration). To deal with their multidisciplinary character, both programmes include aspects from the fields of Management Science and Public Administration in the domain-specific reference framework of CE. For the final qualifications of the BSc- and MSc-programme see annex 1. The final qualifications are based on the requirements of the professional field as well as the scientific research community. The qualifications are discussed with the OCIB (Stichting Universitair Onderwijs Civiel Ingenieurs voor Bedrijfsleven en Overheid), which is a Dutch foundation comprising leading companies and organisations in the CE field throughout the Netherlands. Consultations held by the OCIB and surveys among supervisors of the BSc NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 13/73

14 theses projects, alumni, participants from the professional field and department heads of the graduate programmes, indicate that the final qualifications match demands made by the professional field. The final qualifications have been compared with the ABET (Accreditation Board for Engineering and Technology, USA) criteria and with the criteria of the IDEA League (a consortium consisting of four European universities with leading academic programmes in London, Delft, Zürich and Aachen). This comparison shows that the BSc qualifications are consistent with all ABET and IDEA criteria for BSc programmes. The MSc qualifications meet all ABET criteria for MSc programmes and most of the criteria of the IDEA League. Meijer s criteria differ from IDEA criteria in that they focus more explicitly on competences in conducting research. On the other hand, the IDEA criteria explicitly mention construction as a focus point. In line with the mission of the cluster Civil Engineering of the UT, construction of an object is not a focus point of the UT MSc programme, but management of the construction phase is. CONSIDERATIONS The programmes derive their final qualifications from the seven competence areas of the 3TU Federation of the three Universities of Technology in the Netherlands, the so called Meijers criteria. The panel thinks this is appropriate. The programmes have comprehensively worked out these criteria in learning outcomes with regard to Civil Engineering as well as Management (Business and Public Administration). They have discussed these qualifications with the professional field. In the panel s opinion, the final qualifications are relevant to the academic and professional field. The panel agrees with the broad profile of the programmes concerning the integration of Civil Engineering and Management. The profile is distinctive in the Netherlands. A comparison shows that the final qualifications BSc are in accordance with the criteria of the ABET (Accreditation Board for Engineering and Technology, USA) and the IDEA League (of the universities of London, Delft, Zürich and Aachen). The final qualifications of the MSc programme meet all ABET criteria and most of the IDEA criteria. The emphasis of the MSc qualifications is more on research and less on construction. This is in line with the focus of the programme: not on construction as such, but on the management of the construction phase. CONCLUSION Based on the above mentioned considerations the panel judges both the BSc and the MSc programme as good. 14/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

15 Standard 2 Teaching and learning environment The curriculum, staff and programme-specific services and facilities enable the incoming students to achieve the intended learning outcomes. General overview of the programmes The 3-year BSc programme CiT is structured around three major disciplines of CE: Buildings and Infrastructure (B/I), Traffic and Transport, and Water. All students follow the same programme. The programme has a total study load of 180 EC and consists of four quarters per year. Each quarter consists of courses of 1 to 8 EC except the minor and the bachelor thesis in the third, which are 20 EC and 16 EC, respectively. Within the BSc programme, UT offers the programme BSc-CiT-NLDA for students of the Nederlandse Defensie Academie (NLDA). This programme has the same final qualifications as the regular BSc CiT programme. Most of the courses NLDA students follow, are regular BSc courses, which they follow partly at the UT in Enschede and partly at the NLDA in Breda. The 2-year MSc programme CEM consists of three disciplinary tracks: Construction Process Management (CPM), Transport Engineering and Management (TEM) and Water Engineering and Management (WEM). Students usually choose one of these tracks, but a combination is possible, focussing for example on one of the competences modelling, design or management. The MSc programme CEM has a total study load of 120 EC and consists of four quarters per year. Each quarter contains eleven 7.5 EC courses (82.5 EC), the course Preparation MSc Thesis is 7.5 EC and an MSc thesis amounts to 30 EC. Students choose their own individual study path (ISP). See annex 2 for the study programmes BSc CiT, BSc-CiT-NLDA and MSc CEM. FINDINGS 2.1 Contents of the curriculum Link between the intended learning outcomes and the contents of the curriculum As a consequence of reformulating the final qualifications in terms of Meijer s Criteria, the learning goals of all courses of the BSc CiT, the BSc-CiT-NLDA and the MSc programmes were evaluated in several meetings with groups of teachers in the fall of They were adjusted and improved where necessary in terms of Bloom s taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation). The programme management verified whether the courses cover all final qualifications and if they are spread evenly over the courses. A final overview of the courses shows that all final qualifications are dealt with in the programme courses. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 15/73

16 2.1.2 Knowledge and skills BSc programme CiT (BSc CiT) Across the three disciplines, three important core competences have been identified, i.e. Modelling, Design and Management. In the Design and Management lines, students acquire knowledge of the aspects and skills that are relevant for a designer or an organiser. The modelling line includes several research aspects and skills that are important for a researcher, such as analysing a problem, schematising reality, and analysing results. The combination of disciplinary knowledge and competences in modelling, design and management has been implemented in the BSc curriculum by defining several educational lines. These lines comprise several courses: 1 General Engineering (with courses such as Mathematics and Mechanics) 2 Civil Engineering (including courses from the three main disciplines such as Hydraulics, Traffic and Transport, Building and Constructions) 3 Modelling (incorporated in the Mathematics courses and in courses such as Fluid Mechanics and Transport Science) 4 Design (mainly covered by the design projects in the programme, but also by the course Design Approaches); 5 Management (mainly covered by various courses of the Public Administration and Management Science disciplines). In addition, two minor educational lines were defined, i.e. 6 Measuring (including aspects of physical measurements, as incorporated in the course Water, but also interview skills, as included in the course Quantitative Tools for Policymaking); 7 General academic skills (including courses on communication skills, setting up a research plan and about historical or ethical aspects of Civil Engineering). During the third year a student is free to choose his own minor. It may not overlap with other courses and should result in a coherent programme at post-propaedeutic level. The BSc thesis project that completes the programme, is an individual research or design project and is always carried out externally, at a company or a public organisation in the Netherlands or abroad. When students carry out a project abroad, they are permitted to execute it at a university. In the Netherlands however, this is not allowed. Overall, about 65% of the programme focuses on Engineering (basic engineering courses, particularly Civil Engineering courses and design projects), about 25% of the programme addresses management aspects (from Public Administration, Management Science), and about 10% of the programme consists of electives (i.e. the minor). The BSc programme CiT is taught in Dutch. This means that only Dutch students enrol in the programme (and occasionally, a Dutch-speaking international student). Still, a few courses are taught in English, either because the teacher is not fluent in Dutch (e.g. Civieltechnische materiaalkunde and Management and Organisation ), or because the course is also part of another programme which is taught in English (e.g. Cost Management and Engineering ) or aims particularly to give the students some training in English language 16/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

17 skills as preparation for the MSc programme, which is taught in English. Moreover, a number of students gain international experience during their BSc programme, for example by participating in the three-week international study tour (organised by the student association ConcepT once every two years), by carrying out their BSc thesis project abroad (about 30-40% of the students) or by choosing a minor abroad (this used to be only a few students per year, but since two years their number has steadily increased). BSc programme for the Netherlands Defence Academy (BSc-CiT-NLDA) Of the 29 courses in the first and second year, NLDA students follow six specific courses in Breda and two specific courses of the CEM programme in Enschede. Some of these courses differ slightly from the regular programme. The third year is specific to the NLDA at Breda. This contains the Ontwerpproject B3 (design project B3) and the bachelor thesis. NLDA students follow only a few of the management courses in Enschede because they follow management courses given by the GOO (Gemeenschappelijke Officiers Opleiding) of the NLDA. This has a study load of 30 EC and is included in the BSc-CiT-NLDA programme as a minor. NLDA students do not follow courses on transport aspects and only a few specific courses on design and modelling (together, about 30 EC). Instead, they take additional courses on construction techniques and specific military aspects of CE. Half of these courses are taken from the MSc programme CEM of the UT. The overall difference between both BSc programmes is approximately 30 to 40 EC, which amounts to some 17% to 22%. The panel concludes that the BSc-CiT and the BSc-CiT-NLDA programmes provide students with the basics of academic knowledge and a clear orientation as to the professional civil engineering practice. The NLDA programme is particularly oriented towards aspects of military practice. The panel recommends extra focus be directed at the depth of knowledge, especially in the NLDA programme. MSc programme Civil Engineering and Management (CEM) According to the mission and the goals of the research and educational programmes of UT, the MSc programme CEM has a multidisciplinary setup. In each of the three disciplinary tracks, so-called star courses are defined that provide the student with knowledge and skills at the highest MSc level, i.e. state-of-the art scientific knowledge as presented in recent scientific papers and/or state-of-the-art tools and techniques among other aspects. Each student is obliged to follow at least two star courses. Moreover, many courses include either a modelling or a management perspective. Therefore, in addition to a minimum of two star courses, each student is expected to take at least one course oriented towards design. The MSc thesis is an individual problem-orientated project, which takes the form of an individual research or design assignment. In this project students must demonstrate that they possess the academic knowledge, understanding and skills at a level equivalent to the 7 th level of the Dutch qualification framework (NLQF). Before students are allowed to start their MSc thesis project, they must pass the course Preparation MSc Thesis. Similar to other courses, exact learning outcomes are formulated for the Preparation course and for the MSc thesis project. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 17/73

18 The MSc programme is taught in English. Despite ambitions to attract more foreign students, the inflow of international students has remained limited (varying from 1 to 5 students per year, i.e. on average about 5% of the inflow). In addition, a few international exchange students join part of the programme each year (generally they follow courses totaling some 30 EC) Scientific orientation The scientific orientation of the programmes is reflected in the particular content of the programme, the teaching methods and the focus on research. Research skills are explicitly included in the learning goals for the BSc programme CiT and the MSc programme CEM. Students learn a variety of skills, including the ability to formulate research questions, study relevant literature and work independently and systematically. Moreover, they learn to document, discuss and present their attained results. Within the BSc programme CiT, research skills are explicitly addressed in the course Schrijven van een onderzoeksplan (Writing a research plan) and in the BSc thesis project, but they are also part of smaller assignments in several courses (e.g. Civieltechnische Milieukunde, Kwantitatieve Basis voor Beleid). In the MSc programme CEM, orientation on scientific research is more important than in the BSc programme. The MSc programme CEM is strongly embedded within the three research groups of the cluster Civil Engineering. This exposes the students to contemporary and relevant research questions on a daily basis: examples used in the course are taken from research that is being carried out by the department or by other groups; scientific research papers are part of the course material; or research assignments within the courses or topics for MSc thesis projects are derived from or are part of the ongoing research activities within the departments. This research orientation is also reflected in the teaching and assessment methods of several courses: e.g. writing a research plan and selecting an appropriate research methodology in the course Research Methodology and Academic skills; writing an essay based on scientific papers in the course Markets, Organisations and Innovation; meetings to discuss and review scientific papers in the course Morphology; setting up and carrying out a small research project in the course Transport Research Project; and setting up and carrying out an individual graduation project in the courses Preparation MSc thesis and MSc thesis project Relationship with the professional field The programmes keep in contact with the professional field in several ways. First: representatives from the professional field give guest lectures during courses of the BSc programme CiT and the MSc programme CEM (e.g. in the courses Inleiding Civiele Techniek, Kwantitatieve Basis voor Beleid, Ontwerpbenaderingen, Project Management, Rail Transport, River Basin and Coastal Zone Management). Second: group design projects use cases from the work field and external professionals sometimes play a role in the supervision and/or assessment of the projects (e.g. Ontwerpproject B3). 18/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

19 Third: all BSc thesis projects are carried out externally. During these projects, students spend 10 weeks at a company or public organisation in the Civil Engineering field. About 30% to 40% of these projects are carried out abroad. Professionals from the external organisation supervise students during these projects, in addition to supervision provided by the university. Often, the progress and the results of the project are discussed in a joint meeting with the internal and external supervisors. The external supervisors have advisory roles in the assessment of the project. Fourth: many of the MSc thesis projects are carried out externally. Within the track Construction Process Management, all MSc thesis projects are carried out externally, as these projects always have a direct link with the construction industry (including public organisations in this field), often in combination with a direct link to the research of (the PhD projects at) the department. Within the other two tracks, about 50% to 70% of the projects are carried out externally; they too are often directly linked to the research of (the PhD projects at) the departments. Fifth: about four times a year, the Civil Engineering deans of the University of Twente and Delft University of Technology, together with a number of professors and the directors of education, meet with stakeholders from the professional field during OCIB meetings to discuss the education of civil engineers and related topics. Particularly the professional field s contribution to the relatively large and intensive MSc projects (in comparison to other smaller educational projects), results in far- reaching collaboration between the field and the various departments. It can, for instance, lead to joint scientific papers, joint research proposals and joint research projects Findings with regard to curriculum content The panel has found that the content of both programmes, as presented in the courses, is in accordance with the final qualifications. This is shown in the overview that the programmes have made and is confirmed by scrutiny of the study materials by the panel. It is also shown that knowledge and skills of the BSc programme are of a sufficient standard. The literature and study materials used are relevant, up-to-date and are shown to be of a sufficiently high BSc level. Good standard books are being used. Assignments undertaken during the design projects are also relevant and of an adequate standard. The panel recognises the UT profile of the programme in its focus on civil engineering as well as on management. Document study and interviews show that both aspects are covered in the programme. Students and graduates appreciate this broad approach. Some of them chose the UT explicitly because of this profile. The panel has discussed the tension between these two aspects - the technical and management aspect - with the programme management and staff. They emphasize that the three core competences: modelling, design and management, are focused on throughout the whole curriculum and in the final theses. Engineering is taught in direct connection with design. The panel agrees with this on the basis of interviews held, study of materials and in the light of the programme goals. The panel however, also emphasizes the importance of in-depth technical knowledge and profound understanding of the essential physical and functional causal relationships that determine the performance of systems addressed in the study. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 19/73

20 This knowledge and understanding forms the basis for an academic approach within civil engineering and also within the broad profile of the programme. The panel especially emphasizes this with regard to the BSc-CiT-NLDA programme. A practical approach favouring military usefulness sometimes seems to prevail over an academic approach. This is borne out by the study materials and the student products the panel has examined. A substantial part of the programme is given at the NLDA in Breda. It is not in every sense clear in which way the desired academic level can be attained. The panel is very pleased with the content and the level of the MSc programme CEM. After examining the study material the panel concluded it was of a high standard. It is evident that the study programme operates at a high academic level and has a more specialised and indepth approach to knowledge than the BSc programme. The research aspect is of a high calibre, a considerable amount is conducted within the research lines of the CE department. In the opinion of the panel, the MSc programme has a strong scientific orientation. In addition, the programme also strongly relates to real-world professional practice. External coaches from companies where students work on their MSc theses are satisfied with students contributions and their academic approach, because this is what the work field demands. The BSc programme also has a strong relation with the professional field although, naturally, the academic level of the BSc programme is lower than that of the MSc programme. Nevertheless, the panel thinks that the academic orientation of the BSc programme can be strengthened, and should be in the BSc-CiT-NLDA programme. 2.2 Structure of the curriculum Coherence In the BSc programme a combination of disciplinary knowledge and competences in modelling, design and management has been realized by defining the seven educational lines (see 2.1.1). In the opinion of the panel this makes the programme coherent with regard to its content. Within these lines there is a progression in the level of knowledge and skills. Above that, there is coherence within the courses. In the BSc and MSc courses, students can apply the knowledge from the lectures and tutorials in assignments, small projects and practicums. Moreover, in the group design projects BSc students learn to apply their knowledge and to work together on a CE problem. In the MSc programme a project is scheduled within each track. At the end of both study programmes integration of knowledge and skills is pursued in the thesis projects. Students experience both programmes as being sufficiently coherent BSc students recognize how the curriculum progresses along the seven educational lines: mathematics e.g. becomes more difficult over the years. In their opinion there is a good mix of courses and projects. Students told the panel that what they were taught during the courses was sufficiently applied in the projects and they stressed the importance of this. From evaluations it appears that the purpose and coherence of parts of the BSc programme are not always clear to students, particularly with reference to courses in Management Science. 20/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

21 BSc students mention the design projects during the first year and the Ontwerpproject B3 (design project B3) as strong points of the programme. In general, students are positive about the programme. MSc students are also positive about the programme. According to them, strong points are the particular educational environment with plentiful project work in small groups and the direct contact with teachers and fellow students. The BSc programme appears to be a good preparation for the MSc programme Teaching methods The panel thinks a sufficient variety of methods are used to teach the contents of the programmes and meet the stipulated educational goals. The BSc and MSc programmes make use of a variety of teaching methods, such as individual study, oral lectures, instruction hours, computer practice hours, individual assignments, group assignments, design projects, discussion meetings and individual coaching (e.g. for thesis work). Project-based education in particular forms an important part of the programmes allowing students to learn how to apply knowledge within a real world context. The specific teaching and assessment methods for each course are mentioned in the Teaching and Examinations Regulations and in the electronic course information systems OSIRIS and BlackBoard. The overview of Teaching and assessment methods for the courses shows which teaching methods are used for each subject in the two BSc programmes and the MSc programme. In the BSc programme, many courses (also design projects) are based on lectures and tutorials, combined with assignments, a small project or a practicum in which the student can apply the knowledge from the course. Many courses in the MSc programme CEM consist of assignments or small projects. In addition, there are several guest lectures and excursions. In the BSc programme CiT, particular attention is paid to group design projects because of their relevance for the professional practice in Civil Engineering. Together, these projects amount to 22 EC (12 %). Within these projects students develop solutions for a particular Civil Engineering problem (e.g. a flood problem, infrastructure in part of a city or a multifunctional building). The students solutions must take into account different (technical and non-technical) aspects and the context of the problem. In addition to a staff member who focuses on content aspects of the design projects (that combine and apply knowledge), there is a teacher Design Projects who focuses on the development of specific design competences and the competences important for team work (collaboration, project approach, planning, communication skills, etc). The staff members involved in the projects are jointly responsible for supervision and assessment of the content and the design aspects. The MSc programme CEM also pays attention to group design projects. Students must choose at least one course with a design perspective. Moreover, many courses include smaller individual or group design assignments (e.g. Hydraulic Engineering, Integrated Global Project Management). NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 21/73

22 The panel thinks that the teaching methods are conducive to attainment of the final qualifications. Students told the panel that they experience a good mix of teaching methods in courses and projects. Learning to use knowledge during these projects is very important to them. On top of that, group work undertaken during the projects is essential learning as preparation for working in the field. Students related how they sometimes encounter problems with students who free-ride on the results of their fellow students, but this mainly happens in the first BSc year. Students support the practice of regular differentiation in group composition. The panel agrees that the design projects offer a good opportunity for students to develop and practice the competence of combining knowledge from Business Administration and Public Administration with technical knowledge and applying this in an integral way within civil engineering systems, projects or processes (final qualification 1). In addition, some courses include smaller individual or group design assignments, e.g. Civieltechnische Milieukunde (Civil Environmental Engineering). The panel thinks there is a balance between knowledge and skills in the programmes, but stresses the importance of in-depth knowledge in relation to skills and projects Intake and different routes Intake Both programmes have an adequate policy relating to the intake of students. Admission to BSc CiT and the BSc CiT-NLDA programme is unrestricted for students with a Dutch vwo diploma with a N&T profile (science profile). Admission of all other students is conducted by the Committee Individual Admissions. For admission to the MSc programme CEM students should have: - a BSc degree CE UT or Delft University of Technology - a Dutch BSc in an adjacent domain - a Dutch diploma MSc (or doctoral) in adjacent domain - a Dutch hbo bachelor degree or a Dutch hbo diploma (ing) in CE or adjacent domain - knowledge and skills that are equivalent to one of these degrees. Adjacent domains are: Advanced Technology, Civil Engineering, Technical Business Administration, Technical Physics, Applied Mathematics and Mechanical Engineering. From September 2012, students cannot embark on a MSc programme without actually having a BSc degree (bachelor-before-master rule). Up till then students were allowed to commence with a MSc programme if they, as BSc student, had completed all courses except two, which they were expected to complete within one year. There are specific admission procedures for students with a BSc degree in Science or Engineering from a Dutch university; for students with a BSc degree from a foreign university, comparable to the programmes mentioned above; and for students with a Bachelor degree from a Dutch hbo programme in CE or a related field. The latter group is obliged to follow the CEM pre-master programme. Since the previous on-site review, supervision of these students has been intensified. The programme receives many applications from international students, but many of them fail to meet admission 22/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

23 requirements. Moreover, many students who do meet requirements, do not enrol in the programme because of financial reasons. Different routes Besides the NLDA (see above) there are no different study routes within the BSc programme. Students MSc CEM choose their own individual study path (ISP). To help them to select a logical combination of courses, example programmes for each of the three tracks are given. Optimally students should begin during the first semester, but they may also choose to start in the second semester. If they prefer a combination of courses that differs from the given example programmes, they can ask a student advisor for advice. Explicit approval of the Board of Examiners is required for individual study programmes that deviate from the CEM programme by more than one course of 7,5 EC ( vrij programma ). The panel concludes that the programmes policy regarding different study routes is adequate Student Guidance BSc programme CiT All first-year students of the BSc programme CiT have a member of staff as mentor. Each mentor looks after about 10 to 15 students and meets with them individually at least three times during the first year. Mentors are coached by the student advisor. If more serious problems need to be dealt with, mentors refer students to the student advisor. In addition, all first-year students have a student-mentor, i.e. a second- or third-year BSc student, who helps the first-year students with practical issues and meets with a group of students about three times during the first semester. These meetings focus specifically on first-week issues (finding a room, ICT issues, etc.), exam preparation and exam evaluation in the 1st quarter. Each student-mentor receives some 4 hours training to prepare him for this task. After the first year, the student advisor is the first contact person for students if they want to discuss issues regarding the study planning, study progress or personal circumstances. In specific cases, the student advisor refers the student to specialised student guidance agencies at the university. In addition to responding to questions posed by students, the student advisor approaches (groups of) students pro-actively whenever this is needed. BSc programme CiT-NLDA In view of the relatively small number of CiT-NLDA students, the coordinator of the CiT- NLDA programme is the first contact person for all students whenever they are in Breda. After the first three quarters, these students move to Twente and the student advisor of BSc CiT becomes their first contact person at the UT. In addition, they have a mentor from the NLDA staff who works part-time at the UT. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 23/73

24 MSc programme CEM Each of the tracks within the MSc programme CEM has appointed a member of staff as MSc tutor. This MSc tutor is the first contact person for students to discuss their (individual) study programme and study planning. In addition, a student advisor still acts as a contact person for students in a role similar to that for BSc students. Findings about student guidance From interviews and through study of documents the panel concludes that the student guidance in both programmes is executed in a satisfactory way. In their thesis project students are coached by a UT member of staff and by an external coach of the company where they are pursuing their project. The internal coach is particularly concerned with supervising the student with regard to academic content and level. The panel has the impression that the tension between the interest of the company and the scientific standard demanded by the university for a thesis project is handled in a satisfactory manner. The MSc programme very much expects the student to be the manager of his own project, appropriate for a programme at Master level. In cases of a thesis project outside the Netherlands (30%- 40% of the BSc theses, considerably less for MSc theses) there is contact with the foreign company or organisation via and skype. In case of an international project managed by the UT, this sometimes occurs face-to-face. The programme helps the student during the intake process and in formulating his assignment Feasibility of the programme The share of contact hours in the BSc programme (BSc CiT and BSc-CiT-NLDA) declines from about 50% of the total study load in the first year to about 25% in the third year. In the last quarter, when students work on their BSc thesis, that percentage is about 3% to 5%. The UT strives to attain a completion rate of 62% within 4 years, by It is currently about 40%. To improve the completion rate, the BSc programme will implement a Binding Study Advice of 45 EC starting from September Also the harde knip (bachelor-beforemaster rule), to be implemented from September 2012, will probably have an effect on BSc completion rates. Exit interviews show that it is feasible to expect students to complete the BSc programme in three years, 40 hours/week. As a main reason for delay students cite the fact that generally they do not study fulltime. Some BSc students experience some delay during the final BSc thesis project. For that reason the project has been more closely monitored since September Moreover, up till September 2012, students could embark on a MSc study before finishing their BSc programme, which effectively delayed the completion of their MSc programme. The share of contact hours during the first one-and-a-half years of the MSc programme CEM is about 20%. Students are expected to have developed independent learning and peerlearning skills. In the final six months of the project, while working on their MSc thesis, 24/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

25 students receive individual support from the supervisor(s), resulting in a share of contact hours of 3% to 5% for the total study load. The completion rate of the MSc programme CEM is 65% after three years. UT strives for 80%. Exit interviews show that reasons for delay for Dutch students are: not studying fulltime and experiencing some delay during the final MSc thesis project. The majority of international students complete their study within two years. To reduce delay under hbo-students, the programme took certain measures since the last accreditation: improving the supply of information to hbo students, upgrading the supervision of the students and tightening the rules for completing the pre-master programme within the nominal time. These actions have indeed helped to reduce delays, although not entirely. The panel thinks that both study programmes are feasible. From interviews it deduced that BSc students find courses like Mechanica and Inleiding Civiele Techniek (Introduction to Civil Engineering) quite complex and have difficulty completing individual projects on their own. The tempo is much higher than in the vwo programme. However, the panel has the impression that students are being coached sufficiently to overcome this problem. 2.3 Staff quality Because of the interdisciplinary nature of the Civil Engineering domain at the University of Twente, teaching staff from various faculties contribute to the BSc programme CiT, i.e. the Faculty of Engineering Technology (which makes up 63% of the programme), Management and Governance (16% of the programme), Electrical Engineering, Mathematics and Computer Science (7% of the programme) and Behavioural Sciences (3% to 5% of the programme). The minor makes up the final 11% of the programme and is offered by various faculties depending on the choice of the student. The MSc programme CEM is taught mainly by staff members from the Civil Engineering departments at the Faculty of Engineering Technology, because it is closely involved with research undertaken by these departments that generally has a multidisciplinary character. The teaching staff includes lecturers, as well as full, associate and assistant professors. PhD students sometimes play a role during instruction hours or assignments and also supervise BSc thesis projects or MSc projects, though always under the guidance of, or in combination with, a staff member. Total staff-time available for the BSc programme CiT and CiT-NLDA (excluding the minor) is 8.73 fte. The staff-to-student ratio is 1/32. Total staff-time available for the MSc programme CEM is fte. The staff-to-student ratio is 1/16. For both programmes, most teaching staff are assistant, associate or full professors who have teaching as well as research tasks. They are strongly embedded in the research groups of Civil Engineering. The BSc programme is taught by 8 full professors, 6 associate professors, 25 assistant professors, and 9 lecturers. The MSc programme is taught by 9 full professors, 10 associate professors, 22 assistant professors and 2 lecturers. Moreover, 8 PhD students, 1 post-doc and 1 technician are linked to both programmes. Available exclusively to the BSc-CiT-NLDA programme are 1 full professor, 3 associate professors, NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 25/73

26 1 lecturer and 1 PhD student (all figures per ). The lecturers attached to the BSc programme are appointed as teachers for basic courses or Design Projects. The lecturers in the MSc programme are hired for their teaching qualities or specific expertise in a certain area. All new members of staff are required to obtain a University Qualification (Basiskwalificatie Onderwijs, BKO). Almost 50% of the teachers within the CE cluster have this qualification or in the process of obtaining it. The panel concludes from an overview of the qualifications and from conducted interviews that both programmes are taught by qualified staff. Students and graduates appear to be very satisfied with their teachers. 2.4 Quality of study programme-specific facilities Most BSc programme CiT lessons are held in the Horst building, where two lecture rooms are reserved specially for the programme s first- and second-year courses. These classrooms are available to these students for project work, individual study, etc, when no contact hours are scheduled. In addition to these two lecture rooms, workspace is available in the corridors of the building. These workspaces are equipped with sockets to charge laptops, etc. In the same area, lockers are available that also have sockets, so that laptops can be charged during storage. For the large group design project during the third year of the Bachelor (Ontwerpproject B3), students have a project room at their disposal. They can lock this room and use it to hold group meetings and work together. At peak hours, they share the project room with one other project team. The cluster Civil Engineering has a few small laboratory facilities, i.e. a materials laboratory where students become acquainted with the basic aspects of materials (particularly concrete) and small scale hydraulic demonstration facilities. In addition, students occasionally make use of the virtual reality lab of the faculty, which includes items such as a driving simulator and advanced visualisation instruments to simulate meetings with stakeholders. These facilities are usually used for research activities. Students can purchase a laptop from the UT at a discount. The UT also provides certain computer services (e.g. if a student has problems with his laptop he will receive a replacement from the UT within one hour while his own laptop is repaired). Additional desktops that students can use are available throughout the building. Moreover, one lecture room with desktops is available for practical assignments that use specific software for which students are unable to obtain individual licenses. The Military Academy has laboratory facilities that are similar to those available at the UT. The large group design project in the third year (Ontwerpproject B3 KMA) is carried out at the military base in Vught, where a knowledge centre for military engineers is located that houses all required facilities. The NLDA students can use the NLDA network with internet access both from the class rooms and their dorms. Students can borrow laptops. NLDA students can also make use of ICT facilities at the University of Twente. 26/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

27 Lectures and other contact hours within the MSc programme CEM take place in various classrooms across the campus. In addition, workspaces are available at several locations in the Horst building and elsewhere on campus, similar to the BSc programme. For some design-oriented courses, students have a project room at their disposal (which they share with another project team). For other design-oriented courses that involve specific software, students can work together in specific computer rooms where this software is available on the desktops. The MSc programme occasionally makes use of the virtual reality lab of the faculty, which includes facilities such as a driving simulator and advanced visualisation instruments to simulate meetings with stakeholders. These facilities are usually used for research activities. The ICT facilities are the same as for the BSc programme CiT. After inspecting the facilities and interviewing students, the panel concludes that the programmes can make use of sufficient programme-specific facilities. According to students there are good ict facilities. Only a minimum of hands-on physical laboratory work is undertaken. In the panel s opinion, lab facilities are sufficient, although very basic. The panel stresses the importance of practical, hands-on experience. 2.5 How is the quality of the educational learning environment guaranteed Since the previous on-site review, the programmes have reformulated their final qualifications in terms of the Meijers criteria because they correspond to the Dublin descriptors in greater detail. On the basis of these criteria, the learning goals of all the BSc and MSc courses were evaluated and adjusted and improved where necessary. The level of the learning goals has been specified in terms of Bloom s taxonomy and their weight has been specified within the course. Test plans for all courses were formulated to safeguard the validity of the assessments of each course. An overview has been made of how the final qualifications are reflected in the courses. The panel verified the results of these actions and finds they are appropriate for safeguarding the quality of the study programmes. From scrutiny of documents and by interviewing those involved, the panel learned that the development and improvement of the learning goals and the test plans is an on-going process. On the basis of the work done, the programmes will continue with this process when redesigning the BSc programmes, as required from September 2013 by the Twente Educational Model of the UT. This aims to restructure the BSc study programmes in 12 thematic modules of 15 EC, with core-modules, electives and thesis-oriented modules. A substantial part of the modules will be formed by project-based education to stimulate the students to actively acquire knowledge. The programme management does not expect big changes with regard to this aspect for the CE programmes. The panel discussed this topic with teachers and the management and concluded that the programme management has a clear idea of which direction they want to follow and that teachers are consulted about ongoing developments, for example through course coordinators (vakgroepcoördinatoren). Teachers and students are also consulted during educational committee meetings. The panel found that teachers and students follow developments critically, but in a constructive way. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 27/73

28 The panel is convinced that the programmes have a clear system of quality control, which ensures that all courses are evaluated each year. Students discuss the results in panel meetings and send a report to the programme coordinator, who summarizes and analyses the evaluation results, the results of the panel meetings together with any teachers comments. On the basis of these findings, the educational committee advises the management on action that needs to be taken. CONSIDERATIONS The panel concludes that the BSc and the MSc programmes are consistent with the final qualifications. The BSc programme is well-structured, consisting of courses and design projects. The courses have a balanced variety of teaching methods, like oral lectures, individual assignments and small projects. Obtaining and applying knowledge go hand in hand. There is coherence in the content of the curriculum and between the courses and design projects. The panel observed a balance between knowledge and skills, but stresses that the programme must be alert to ensure that students gain sufficient teaching parts that aim at deepening knowledge on the civil engineering fundamentals. A sound basis in technical knowledge and insight in causal relationships constitute the basis for academic thinking. Students should have sufficient understanding of physical and functional characteristics of civil engineering systems. The programmes have chosen a broad profile, which certainly constitutes added value when compared to other programmes in Civil Engineering. However, this choice means that programmes have to deal with the tension between breadth and depth. The panel calls for extra focus on depth of knowledge. In the panel s opinion, the BSc-CiT-NLDA programme especially, should pay more attention to its academic level. The MSc programme is well-attuned with the BSc programme. The quality of study materials is state-of-the-art and of a high academic level. The research aspect is also of a high standard, a major part of it being conducted within the research lines of the CE department. Students are thoroughly prepared for their MSc thesis. Although the MSc programme has built up a strong relationship with the professional field, the programme is primarily scientifically oriented. The panel thinks the programmes have adequate intake and admission procedures. Student guidance in both programmes helps new arrivals to adjust to their study. A lot of attention is devoted to student guidance in the BSc programme. For the panel it is fitting that MSc students bear a greater responsibility for their own individual study programme and to help them with this receive guidance from a MSc tutor. The panel thinks that the study programmes are feasible and that the number of contact hours is consistent with the educational concept of the programmes. The panel concludes that both programmes are taught by well-qualified staff. Students are very satisfied with their teachers. The programme-specific facilities create an environment conducive to competent execution of the programmes, but the panel recommends that additional time and space be reserved for lab work. 28/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

29 In the opinion of the panel, the programmes have taken appropriate actions to guarantee the quality of the educational environment. The panel is very pleased by the way the programmes discussed and reformulated the learning goals and translated these in test plans. CONCLUSION Based on the above mentioned considerations the panel comes to the judgement satisfactory for the BSc programme and good for the MSc programme. Standard 3 Assessment and achieved learning outcomes The programme has an adequate assessment system in place and demonstrates that the intended learning outcomes are achieved. FINDINGS 3.1 Assessment system The assessment system of the programmes is based on the UT s Assessment Framework which centres on the didactic triangle of final qualifications, curriculum and examination: the final qualifications determine the learning goals of the courses and for each course a description has been made of the learning goals, teaching methods and course assessment. The assessment policy of the programmes is worked out in the Assessment Policy CiT-CEM- CME. A checklist has been developed to verify which aspects of the programmes assessment policy need attention. The results have been summarized in terms of actions. Almost all actions have been carried out. The specific assessment methods for each course are outlined in the Teaching and Examinations Regulations and in the electronic course information systems OSIRIS and Blackboard. The overview of the Teaching and assessment methods for the courses shows which assessment methods are used for each subject in the two BSc programmes and the MSc programme. From this summary and by examining further documents, the panel is satisfied that the programmes can guarantee that the assessment methods are consistent with the final qualifications. Courses consisting of lectures, with particular knowledge-related learning goals, are usually assessed by means of written, or sometimes oral, exams. Many courses include additional assignments to assess specific learning goals. Examples of such assignments are calculation assignments, computer assignments, essays, presentations, design assignments and project reports. Lab work assignments usually include a written report and students are often required to explain their solutions orally to the assessor. Some of the courses (especially design projects) are assessed as group work, which the programmes consider representative for many future situations. Students have to reflect on the group process and the contribution of the individual students. This is discussed with the NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 29/73

30 teacher Design Projects and can affect the mark of the individual student. There are ample individual assessments during the programmes, including the final thesis projects. In this way each individual student is assessed to determine if he meets the final qualifications. The panel is satisfied with this system of assessment. Students and graduates told the panel that in the first year it is sometimes possible to free-ride on the results of other students. They also said that it is always clear to them which criteria are assessed. From studying documents, the panel is convinced that the assessments use a sufficient variety of methods and are consistent with the educational content. The tests are not straightforward, they are assessed strictly and their quality is good. After adjusting the final qualifications of the programmes and the learning goals of all the courses (see standard 1), the teachers made test plans for each of the courses in the BSc programmes CiT and CiT-NLDA and the MSc programme CEM. These test plans were formulated to guarantee the validity of the assessment of each course. In the test plan, learning goals, assessment matrices and pass marks are described, as well as the relative contribution of learning goals, the way each learning goal is tested and how the assessment of the test is structured. The test plans have been checked by an assessment expert of the faculty. The programme management collected all the test plans and used them to analyse whether all final qualifications are indeed covered by the courses in the programme (see Section 3.1.2) and whether all final qualifications are indeed assessed in the programme. The panel studied the test plans and considers the way of working as a good approach to guarantee the quality of the tests. The programme management made it clear to the panel that this is an on-going process. Rules and regulations are included in the Teaching and Examination Regulations and the Rules of Conduct and Regulations of the Examination Board. The Examination Board supervises and ensures the correct procedures, guidelines and criteria of the examination rules, as is shown in the minutes of the Board. In addition, the Board receives individual requests from students and makes decisions on a case-by-case basis. The Examination Board told the panel that each member attends a number of MSc thesis project presentations each year; moreover, a number of theses are regularly selected to judge the quality of the products and the assessments: in particular this concerns theses awarded a mark of 6 and theses with high marks (potential thesis award). As yet the Board has not implemented structural actions to assure the quality of the tests and assessments, but plans to do so in the near future. Plans and a timetable have been drawn up to effectuate this. The panel concludes that the Examination Board has begun to carry out its new and extended legal task. The panel strongly advises the Board to continue this practice. BSc thesis The BSc thesis is an individual project which is always carried out outside the UT or the NLDA, at a company or public organisation in the professional (military) Civil Engineering field. There are clear criteria for deciding whether a project is appropriate as a BSc thesis project. 30/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

31 The BSc thesis is not meant to serve as ultimate proof of all competences, it also functions as an important learning project. Competences are assessed over the course of the whole programme, which is shown in the overview referred to in In his BSc thesis, the student must show he can apply and integrate knowledge independently within a sub-area of CE and broaden his knowledge or acquire new expertise; that he can work systematically and methodically and can report results effectively; and that he has satisfactory communication skills and reflective capacities to operate in the professional field. In addition to these learning goals, the student becomes acquainted with the future professional CE field and is supported in his choice of an appropriate MSc programme. An internal and an external supervisor will oversee a student while he works on his thesis project. Before starting work he must write a project plan, that needs to be approved by the internal supervisor who will assign it a mark. The final report is assessed by the internal supervisor and a second examiner. The latter is a member of the scientific staff of Civil Engineering of the University of Twente or the NLDA, from a different department than that of the internal supervisor. This means that BSc theses of the NLDA are assessed by an internal supervisor and a member of the scientific staff of one of the three departments of Civil Engineering of the University of Twente. The external supervisor has an advisory role. The project plan counts for 30%, the final report for 70% of the final mark. As conclusion, the student writes a report in which he reflects on his expectations and how he experienced the reality of working with an external organisation, the BSc thesis project and his own performance. This report is assessed by the mobility coordinator of CiT. The Docenten Handleiding Bachelor Eindopdracht comprehensively describes how the project plan and report are assessed and supervised. Assessment criteria have been formulated. The assessment regulations are valid for both BSc programmes. The panel concludes from the interviews and from examining documents that these criteria are applied in practice. MSc thesis The MSc thesis project consists of two items: the course Preparation MSc Thesis (7,5 EC) and the MSc thesis (30 EC). It is an individual project which can be carried out inside or outside the UT, at a company or public organisation within the professional Civil Engineering field. The MSc thesis project does not serve as ultimate proof that the student has mastered all competencies, it also functions as an important learning project. Competences are assessed over the course of the whole programme, which is shown by the overview referred to in The main objective of the course Preparation MSc Thesis is that the student produces a research or design plan independently for the MSc thesis project, based on state-of-theart scientific knowledge of the subfield, and also acquires additional knowledge to prepare for the MSc thesis project. The main objective of the MSc thesis project is that the student independently carries out a large individual research or design project in one of the subfields of Civil Engineering and Management at a MSc level, implying the application of state-of-theart scientific knowledge and tools of the subfield. The learning goals of both the Preparationcourse for the MSc Thesis project and of the MSc thesis itself are clearly worked out. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 31/73

32 The graduation committee that supervises the student in his MSc thesis project consists of two members of the scientific staff of UT. The final responsibility lies with the Chair of the graduation committee, who is a professor or associate professor CE at the UT. In almost all cases the committee is supplemented with external members, especially when carried out externally, but sometimes also in the case of internal projects, for example when the project is linked to a project of PhD students. When carried out externally, one daily supervisor from the external organisation is always included as member of the graduation committee. External members have an advisory role. The student discusses his Preparation of the MSc Thesis with the Chair. The Preparation always includes a literature survey and a research or design plan based on the survey. Some additional education may be included. The preparation is always carried out at the UT, to safeguard the academic level. Ultimately the Chair assesses the various components of the Preparation and assigns a mark. The MSc thesis project consists of writing the thesis and presenting it before an audience in a colloquium. The assessment of the project focuses on four main aspects: the content of the project; the report; the process of the project; the presentation and defence. The MSc thesis Student Guide gives an adequate description of how the project plan and thesis are supervised and assessed. Learning goals and assessment criteria have been formulated. The panel concludes from interviews and from studying the applicable documents that these criteria have been put into practice. 3.2 Realisation of the intended learning outcomes BSc programme The realised academic BSc level is assessed in particular by evaluating the level of the BSc thesis. The panel studied ten BSc theses, two of them written by students of the BSc-CiT- NLDA programme. The theses were given marks that varied between 6 to 9. In the opinion of the panel, nine of the ten theses were clearly of a BSc level. The panel has some doubts about one of the NLDA theses. The academic level of this thesis is not very high. In general the BSc theses are very practically oriented, but display an adequate academic BSc level. Certain theses were of a very high standard, both at a practical and academic level. The panel has noted a relatively wide range in quality, from products with a very practical emphasis (mark 6) to high standard academic products (mark 9). In the opinion of the panel, especially the BSc-NLDA theses it reviewed were more practically oriented and lacked academic depth. The panel recommends a shift of focus to achieve a more academic approach. Questionnaires completed by external supervisors indicate that the vast majority of them are very positive about the competences of the students and the results of the BSc thesis project. From exit interviews the programme discovered that 90% of alumni think that the educational programme provides a good basis for getting started in the professional field. On the other hand it shows that, in general, BSc programme courses are not considered extremely challenging by students. 32/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

33 Almost all students continue with an MSc programme after finishing their BSc degree. The majority of students choose one of the two connected MSc programmes ( doorstroommasters ) at the UT, i.e. Civil Engineering and Management or Construction Management and Engineering. Some of the students chose a different MSc programme, e.g. Industrial Engineering Management or Applied Mathematics at the University of Twente or for example one of the MSc programmes or tracks of Civil Engineering at Delft University of Technology. According to the programme management, students generally perform well in these programmes, including students who continue in different programmes, indicating that the realised academic level of the BSc programme CiT is up to standard. Most of the graduates of the BSc programme CiT-NLDA do not continue by following an MSc programme, but continue their military career within the Royal Netherlands Army. According to the programme, they generally perform well in these positions. The few military students who went on to follow an MSc programme were also successful. Both observations indicate that the programme prepares the students adequately for their future career, whether in the military or, in some cases, the academic field. Nevertheless, the panel repeats its recommendation to improve the academic level of the BSc programme CiT-NLDA. MSc programme In particular, the realised academic MSc level is assessed by evaluating the standard of the MSc thesis. The panel examined ten MSc theses, with marks ranging from 6 to 9. It concluded that all of the theses are of MSc level. They show the required width, depth and level of competency. Some of the products are even of a high academic level. An alumni survey undertaken by the programme, shows that alumni think that the MSc thesis project is representative for the professional field. They are also convinced that they have developed competences needed in the field. This was also reflected in the interviews with department heads from companies that employ CEM alumni. According to these interviews, the professional field appreciates the broad scope of CEM alumni from the University of Twente and indicates that they are a valuable alternative to traditional, more technicallyoriented civil engineers. Most CEM alumni find jobs in (Engineering) Consultancies (e.g. ARCADIS, Grontmij, Royal HaskoningDHV, Goudappel Coffeng, HKV), (large) contractor companies (Ballast Nedam, Heijmans, BAM), public organisations in the Civil Engineering field (e.g. Rijkswaterstaat, ministries, municipalities, water boards) or research institutes (e.g. TNO, Deltares) or universities. The WO Monitor 2009 shows that most of the graduates found a job that requires an MSc degree. They think that the programme provides a good basis for starting work in the professional field as well as for further developing knowledge and skills. About 10% of the CEM alumni enter a PhD programme, either within Civil Engineering at the University of Twente or in a different department or at a different university (possibly abroad). 10% is a common figure for engineering programmes strongly focussed towards the professional field. According to the programme, CEM alumni generally perform well as PhD students. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 33/73

34 CONSIDERATIONS In the opinion of the panel, the programmes have a comprehensive assessment policy. They make use of various kinds of assessment procedures, which assess the learning goals and the content in an adequate way. Most courses are assessed individually, some of them are group assessments - especially design projects. The learning goals, included in the test plans of all courses, have been checked by an assessment expert. Every year, the Examination Board selects a number of theses to check their quality and that of the assessment. The Board has made operational plans to monitor the quality of all assessments carried out by the programmes. Besides assessing the final qualifications throughout the course of the whole curriculum, the programmes particularly assess the BSc and MSc level of the individual thesis projects, for the BSc programme always outside the UT, for the MSc programme outside or inside the UT. The panel considers the thesis project an adequate conclusion to the programmes. BSc students can show they are capable of applying their knowledge in an integral project in the professional field. The MSc thesis has a more academic and research oriented character, mostly linked to the research programmes of Civil Engineering. Students prepare thoroughly for the MSc thesis project in the Preparation MSc Thesis course. For the assessment of the theses the programmes make use of relevant, though rather globally formulated criteria, which could be elaborated on in greater detail to make the judgment more transparent. Assessment of the BSc theses is done by two assessors of the UT staff; the external supervisor has an advisory role. Supervision and assessment of the MSc thesis project is done by a graduation committee, which consists of at least two members of the UT scientific staff. The final responsibility lies with the Chair, who is a professor or associate professor. In the opinion of the panel, the programmes achieve the intended learning outcomes. The BSc theses that the panel studied meet BSc standards, although there was some doubt about one thesis of the BSc-CiT-NLDA programme. The panel notes a significant variety in the quality of theses: some are more practically oriented and less academic. In contrast, the theses awarded higher marks display considerable depth. The panel is pleased with the quality of the MSc theses that overall have a good, sometimes even high, academic level. Surveys show that the professional field is satisfied with the proficiency of the graduates. Alumni think that the programmes provide a sound basis for starting work in the professional field. Almost all students continue their study with an MSc programme after finishing their BSc degree. Most of the graduates from the BSC-CiT-NLDA programme BSc do not pursue an MSc programme, but continue their military career with the Army. Most MSc graduates found a job that requires a MSc degree. CONCLUSION Based on the above mentioned considerations the panel comes to the judgement satisfactory for the BSc programme and good for the MSc programme. 34/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

35 3 Final judgement of the study programmes ASSESSMENTS OF THE STANDARDS The panel comes to the following judgements with regard to the standards: Standard Assessment BSc MSc 1 Intended learning outcomes good good 2 Teaching-learning environment satisfactory good 3 Assessment and achieved learning outcomes satisfactory good CONSIDERATIONS AND CONCLUSIONS For the BSc programme CiT, including the BSc programme CiT-NLDA, the panel assesses standard 1 as good and standards 2 and 3 as satisfactory. According to the assessment rules of the NVAO the quality of the programme is satisfactory. For the MSc programme CEM, the panel assesses the three standards as good. According to the assessment rules of the NVAO the quality of the programme is good. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 35/73

36 36/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

37 4 Recommendations 1 The programmes have chosen a broad profile to educate civil engineers with insight into a wider context of Civil Engineering, combining technical expertise with knowledge of the management field. The panel thinks this is a valuable asset compared to other programmes in Civil Engineering. Having chosen this profile, the programmes have to deal with the tension between breadth and depth. Although the panel is positive, it recommends more focus on the depth of technical knowledge and insight for the BSc programme. Apart from that, the BSc-CiT-NLDA programme should pay extra attention to attaining a higher academic level. (Standard 2) 2 The programme-specific facilities create an environment to execute the programmes adequately, but the panel advises that extra space be made available for lab work (Standard 2). 3 In the opinion of the panel the programmes have taken appropriate actions to guarantee the quality of the educational environment. The panel supports the way the programmes have discussed and reformulated the learning goals and translated these in test plans. The panel calls on the programme to continue pursuing this process methodically during the course of restructuring the BSc programmes according to the new educational model of the UT and to keep involving teachers and students in this restructuring process. (Standard 2) 4 For the assessment of the theses, the programmes make use of relevant, though rather globally formulated criteria. The panel recommends that these criteria be drawn up in greater detail so that judgments made by the programme are more transparent. (Standard 3) NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 37/73

38 38/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

39 5 Annexes NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 39/73

40 40/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

41 Annex 1: Final qualifications of the study programme Final qualifications BSc programme 3TU Academic Criteria (Meijers Criteria) 1) Competent in one or more scientific disciplines Description of the Learning Outcomes BSc programmes CiT and CiT-NLDA a) The graduate understands the knowledge base of Civil Engineering *) and of Technical Process Management in the field of Civil Engineering (i.e. the part of Business Administration and Public Administration relevant for Civil Engineering), is able to apply this knowledge, and is able to maintain and expand his or her knowledge in the field of Civil Engineering and Management *) particularly in the following subfields: - Building and Infrastructure; - Traffic and Transport systems; - Hydraulics of natural water systems. This includes the required knowledge of related fields, such as Mathematics and Physics. 2) Competent in doing research 3) Competent in designing 4) A scientific approach b) The graduate is able to combine knowledge from Business and/or Public Administration with technical knowledge and apply this in an integral way within civil engineering systems, projects or processes of limited complexity. a) The graduate is able to identify knowledge gaps within a subfield of Civil Engineering and Management. b) The graduate is able to formulate research problems and is able to produce and carry out a research plan (under supervision), by applying an appropriate methodology, analysing and discussing the results and drawing conclusions from the results. c) The graduate understands the potential benefits of research. d) The graduate is able to assess research within a subfield of Civil Engineering and Management on its usefulness. a) The graduate is able to: - Create a functional design of civil engineering constructions of limited complexity; - Design management processes with limited complexity in the field of Civil Engineering. This means that: b) The graduate has synthetic skills with respect to design projects. c) The graduate is application-oriented towards the Civil Engineering field when designing. d) The graduate is able to find a balance between possible solutions of requirements, technical possibilities and genuine interests of the parties involved. a) The graduate has the habit of reflecting upon his or her own work and continuously uses relevant information to improve his or her capabilities. b) The graduate has the attitude of encouraging his or her personal development and improving his or her expertise. c) The graduate makes decisions based on facts, quantified information and solid arguments and is able to evaluate these decisions. d) The graduate is able to judge if available tools and techniques suffice for the problem at hand, is able to apply the proper tools and techniques and is able to contribute to the development of new tools, theories and techniques if these are not available. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 41/73

42 5) Basic intellectual skills 6) Competent in cooperating and communicating 7) Takes account of the temporal and societal context e) The graduate is able to develop a model to describe/schematize parts of reality of limited complexity, i.e. the graduate is able to describe civil engineering processes and objects qualitatively (in terms of basic principles) and, where necessary and possible, is able to quantify this description in terms of mathematical relationships. f) The graduate knows that models only approximate reality and is able to use them appropriately whenever this is beneficial. g) The graduate s scientific attitude is not restricted to the boundaries of Civil Engineering and Management. a) The graduate is able to work independently on assignments / projects of limited complexity. b) The graduate is able to work systematically and methodically. c) The graduate is able to analyse problems and information thoroughly and systematically, is aware of analogies between problems and is able to determine connections between different aspects of problems or information of limited complexity. d) The graduate is competent in numeracy and is aware of orders of magnitudes. e) The graduate is able to reflect on issues in the different subfields of Civil Engineering and Management. a) The graduate is able to work effectively in a multidisciplinary environment, can act in different roles depending on the situation, and can take responsibility as a team member. b) The graduate knows the importance of oral and written communication, and can make effective use of them, which means that: i. The graduate is capable of collecting and selecting relevant information. ii. The graduate is skilled in properly documenting and presenting results of his or her work, including the underlying knowledge, choices and considerations, to colleagues and to a broader public. iii. The graduate is competent in reasoning. iv. The graduate adheres to existing academic conventions, such as giving proper credit and referencing. a) The graduate is able to position the field of Civil Engineering in its societal context. b) The graduate is able to form an opinion or judgement and contribute to discussions about matters related to Civil Engineering and Management. c) The graduate knows that compromises are unavoidable and is able to deal with them. d) The graduate is aware of the disadvantages for society of certain decisions. 42/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

43 Final qualifications MSc programme 3TU Academic criteria (Meijers Criteria) 1) Competent in one or more scientific disciplines 2) Competent in doing research 3) Competent in designing 4) A scientific approach Description of the Learning Outcomes MSc programme CEM a) The graduate has expert knowledge on at least one of the subareas of Civil Engineering and Management mentioned below, is able to apply this knowledge and is able to maintain and expand his or her expertise in the field of Civil Engineering and Management: - Construction Process Management; - Transport Engineering and Management; - Water Engineering and Management. This includes necessary knowledge of related fields, such as Mathematics, Physics, Business Administration and Public Administration. b) The graduate is able to combine appropriate theories from Business and/or Public Administration with technical knowledge and apply this in an integral way within civil engineering systems, projects or processes in one of the subareas above. a) The graduate is able to identify gaps in scientific knowledge within a subfield of Civil Engineering and Management. b) The graduate is able to formulate research problems and is able to produce and carry out a research plan by applying an appropriate research methodology, analysing and discussing the results and drawing conclusions from the results. c) The graduate is able to contribute to acquiring scientific knowledge. d) The graduate understands the potential benefits of research and is able to understand and incorporate the results of research into his or her own work. e) The graduate is able to assess research within a subfield of Civil Engineering and Management on its scientific value. a) The graduate is able to: i. Contribute to a functional design of complex constructions; or ii. Design management processes in the field of Civil Engineering; or iii. Make a functional design of measures to intervene in Civil Engineering Systems. This means that: b) The graduate has creativity and synthetic skills with respect to design projects. c) The graduate is application-oriented towards civil engineering practice when designing. d) The graduate is able to find a balance between possible solutions of complex requirements, technical possibilities and genuine interests of the parties involved. a) The graduate has the habit of reflecting upon his or her own work and continuously uses relevant information to improve his or her capabilities. b) The graduate has the attitude to endorse his or her personal development and enhancing his or her expertise. c) The graduate is able to judge the value of information for decision making, makes effective use of this information for decisions and is able to evaluate these decisions. d) The graduate is able to judge if available tools and techniques are satisfactory for the problem at hand, is able to apply satisfactory tools and techniques and is able to invent his or her own tools, theories and techniques if these are not available. e) The graduate is able to develop a model to describe/schematize reality, i.e. the graduate is able to describe qualitatively civil engineering processes and objects in terms of basic principles and, where necessary and possible, is able to quantify this description in terms of mathematical relationships. NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 43/73

44 5) Basic intellectual skills 6) Competent in cooperating and communicating 7) Takes account of the temporal and societal context f) The graduate knows that models only approximate reality and is able to use them appropriately whenever this is beneficial. g) The graduate s scientific attitude is not restricted to the boundaries of Civil Engineering and Management, and he or she is able to cross these whenever necessary. a) The graduate is able to work independently. b) The graduate is able to work systematically and methodically. c) The graduate is able to analyse complex problems and complex information thoroughly and systematically, is aware of analogies between problems and is able to determine connections between different aspects of the problem or information. d) The graduate is competent in numeracy and is aware of orders of magnitudes. e) The graduate is able to reflect on the complete scope of one of the subfields of Civil Engineering and Management and is able to generate novel ideas in this subfield. a) The graduate is able to work effectively in the context of a multidisciplinary environment, is able to manage complex assignments and can act in different roles depending on the situation, i.e. can take responsibility as a member and/or as a project leader. b) The graduate knows the importance of oral and written communication, and can make effective use of them, which means that: i. The graduate is capable of collecting and selecting relevant scientific information. ii. The graduate is skilled in properly documenting and presenting results of scientific and design work, including the underlying knowledge, choices and considerations, to colleagues and to a broader public. iii. The graduate is competent in scientific reasoning. iv. The graduate adheres to existing academic conventions, such as giving proper credit and referencing. a) The graduate is able to position the (scientific research of) at least one of the subfields in the scientific and societal context. b) The graduate is able to form an opinion or judgement and contribute to discussions about complex matters related to Civil Engineering and Management. c) The graduate knows that compromises are unavoidable and is able to deal with them effectively. d) The graduate is aware of the disadvantages for society of certain decisions and knows how to communicate them to the relevant parties (stakeholders). 44/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

45 Annex 2: Survey study programme BSc programme Programma BSc CiT Legenda: = Wiskunde = Water = Integratie disciplines (ontwerpen) = Civiele Techniek = Verkeer = Integratie disciplines (modelleren) = Bedrijfs-/Bestuurskunde = Bouwen = verschillend per student kwartiel 1 kwartiel 2 kwartiel 3 kwartiel 4 1e jaar Wiskunde A Ontwerpproject water Bouwen Algemene economie Verkeer Ontwerpproject verkeer Ontwerpproject bouwen Water Beleidsprocessen Projectmanagement I Wiskunde B Mechanica I Mechanica II Inleiding civiele techniek Civieltechnische materiaalkunde 3 5 Com.pr (*) 1 (*) verspreid over meerdere kwartielen 2e jaar Wiskunde C Cost Management & Engineering Civieltechnisch ontwerpproject (Foundations) ' Stroming Vervoerswetenschappen inl. Waterbeheer Mechanica III Privaatrecht voor CiT Grondmechanica Civieltechnische milieukunde Management en organisatie voor CiT Finance & Accounting Bestuursrecht voor CiT Kwantitatieve basis voor beleid e jaar Minor Civiele techniek in Nederland Bachelor eindopdracht (kan vervangen worden door ander vak b.v. Ethiek ) 5 Ontwerpproject B wordt ook aangeboden Inleiding modelleren B in kwartiel 1 (wk 36 t/m 43) (voor vertraagde studenten) Ontwerpbenaderingen Schrijven van een onderzoeksplan Overview of the courses in the BSc programme Civil Engineering (CiT). NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 45/73

46 Programma BSc-CiT-NLDA Legenda: = CiT-UT = apart NLDA, in Breda = als CiT-UT, maar in Breda = apart NLDA, aan UT = NLDA (vak uit CEM-programma) 1e jaar kwartiel 1 kwartiel 2 kwartiel 3 kwartiel 4 Wiskunde A Constructieleer KMA Pyrotechniek en Ontwerpproject Water KMA beschermingsconstructies Bouwen 4 5 Mechanica I Ontwerpproject bouwen Water Wiskunde B Projectmanagement I Genietechnieken I KMA Mechanica II Inleiding Civiele Techniek KMA Ontwerpproject KMA wordt de facto vóór 1e kwartiel Materiaalkunde KMA 4 gegeven e jaar Wiskunde C Cost Management & Engineering Civieltechnisch ontwerpproject foundations Stroming Civieltechnische milieukunde Inleiding waterbeheer Mechanica III Project control & risk Privaatrecht voor CiT 6 management Grondmechanica Geo risk management Finance & Accounting Civil Military Interaction ,5 7, Ontwerpen van onderzoek KMA 3 3e jaar Ontwerpproject B3 Bachelor eindopdracht KMA KMA Overview of the courses in the BSc programme Civil Engineering for military students (CiT-NLDA) 46/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

47 Overview of courses that students can choose from in the MSc programme Civil Engineering and Management (CEM) Orange: Courses from the track Construction Process Management Yellow: Courses from the track Transport Engineering and Management Blue: Courses from the track Water Engineering and Management NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek 47/73

48 Example programme for the track Construction Process Management Example programme for the track Transport Engineering and Management 48/73 NQA Universiteit Twente: limited programme assessment Cluster Civiele Techniek

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